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function at a high cognitive level, and practice self-regulation, the quicker
they will strengthen their self-control skills and engage in deep learning
(Brendtro, Mitchell, and McCall 2009).
Emotional Security
Emotional security is an essential, primary factor in implementing a
trauma-informed educational system. It guarantees all students freedom
from real or perceived fears of being rejected or shamed. For this to occur,
the discipline policy must be based on holding students accountable for
building resolutions (see chapter 4’s section on restorative discipline for
more). And, of course, a policy in name only is not enough. The princi-
pal must lead the staff, and everyone must be in agreement to practice
this approach for it to work. Emotional security is built on the concept
of mutual respect and role-modeled by all adults and expected of all
students. Trusting relationships between all adults and students are the
foundation of an emotionally secure environment for deep learning and
achievement. Becoming a trauma-informed school requires commitment
and patience from all involved.
Offering Healing Opportunities
Students who are living with unprocessed traumatic stress often feel
trapped in their memories and an overwhelming sense of loss. Steele and
Malchiodi (2012) say the only way traumatized students can access frozen
scary memories is through sensory movement of some kind. Certainly the
body retains traumatic memories as much as the brain does, which is why
sensory healing is essential to the overall healing process. Movement of
the hands in play, art, and writing fulfills this requirement, and all these
activities can fit into classrooms. Moving in rhythm, such as dance, song,
or rap, also permits this access (Steele and Malchiodi 2012).
When children realize that accessing a scary memory will not over-
whelm them, because they are in an emotionally safe environment, they
can begin to process the hurt. An emotionally safe environment assures
children that support from a trusted adult is available. This process per-
mits children to slowly gain the confidence essential for addressing the
frozen fear and employs the problem-solving capacity of the thinking
brain. Children begin to realize they can put the gripping fear to rest.
This permits them to conclude that the negative experience should never
34 Chapter Three
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